Looking back on our own school life, the word "digression" is always full of "sad flavor" More often, in a Chinese exam, when it comes to composition, if the sentence "I digress" comes from the mouth of my classmates, it often means loss and melancholy. Therefore, whether we are teachers or we are teachers, the most important thing is to avoid "digression" when helping students write. In conventional thinking, "digression" means digression and deviation from the center, which should be avoided whether dealing with people or doing study or research. But for a teacher, especially a teacher who is determined to be a good teacher, another expression of "digression" is "innovation", which is based on the integration and development of reality instead of sticking to the routine. Take Mr. Hashimoto Takeshi as an example, his "digression" is reflected in many aspects-he abandoned the textbooks approved by the Ministry of Education, Culture, Sports and Sports, led students to intensively read a more textbook-based silver spoon in junior high school for three years, and created the myth of turning a broken private school into a "famous Japanese school" ...
A good teacher should have the courage to "digress". Although the scientific outlook on education and students emphasize that students are the main body of educational activities, the main body position of teachers cannot be shaken. Especially for students in the basic learning stage, the level of mental development, knowledge reserve and life experience are not sufficient and comprehensive, which urges teachers who are "important others" of students to shoulder the role of setting an example wholeheartedly, help enlighten wisdom in the process of setting an example, and gradually shape students' "three views". There is a view that teachers are students' mirrors and students are teachers' shadows. Its essence is to emphasize what kind of influence teachers have on students, whether this view is biased or not, because there are too many factors affecting students, and schools, families and society also bear their respective responsibilities, because students spend a long time in school and have more contact with teachers, which requires us to face up to our own edification and subtle "infection" on students, including the way of thinking. Judging from the actual educational effect, taking class management as an example, teachers (especially class teachers) are energetic, thoughtful and enterprising, which are often reflected in the classes and students they bring out, and the vitality, ideas and enterprising spirit of young teachers are more obvious. Look at those teachers who are highly recognized by students and parents and have outstanding teaching achievements. Their characteristics will not fade with the increase of working hours, on the contrary, they will continue to be consolidated and strengthened. This also makes them walk out of their own characteristic road in education posts.
Parker Palmer put forward in Courage in Teaching: "Courage in teaching lies in the courage to keep an open mind, even if this is not enough, so that teachers, students and subjects can be woven into the * * * isomorphic structure needed in study and life." For teachers, being willing or unwilling to "keep open-minded" is the premise of being able to "keep open-minded", especially for "mature" teachers who have work experience and form work ideas. "Want to innovate or create" is a question worthy of thinking and practice, which is also in line with dialectical materialism's viewpoint of "the reaction of consciousness to objective things". At present, there are many mature models and many feasible theories in the field of education. Being able to carry out innovative "off-topic" activities under the existing framework requires teachers to have the courage to break the stereotype and not stick to reality. When the inner seeds are stimulated to germinate, growth becomes a natural thing.
A good teacher should have the confidence to be good at "digressing". If we say "do you want" to solve ideological problems, then "ability" means having the ability as a support. For teachers, "digression" is not a reckless "unconstrained style", but an innovation to keep correct within the scope of educational law and practice. Under the requirement of not leaving one's original heart, around the fundamental task of moral education, around the formation and promotion of students' core literacy, starting from the teachers' own ability level and the actual needs of students' development, while broadening the horizontal education, we should tap the potential vertically in the professional depth. For example, in some teachers' classes, the light of thoughts can always shine. They talk to Kan Kan, who is widely quoted, so that students can see what they have learned. In the passionate words of teachers, the boundaries between in-class and out-of-class, in-school and out-of-school, and between study and life are gradually blurred, and the concept of "education is life" takes root invisibly. Such teachers not only teach students knowledge, but also bring them other "lifelong useful things" such as ability, concept and thinking mode change. And they will inevitably meet better themselves in this process, whether it is professional development or the establishment of good teacher-student relationship or home-school relationship. We can see such examples in many classic movies, such as Mr. Nick in Star Wars, Mr. Keating in Dead Poets Society, Mr. Matthew in Spring of Cowboy Class, Mr. Rafe, Wei Shusheng, Li Zhenxi and many good teachers around us in real life.
The reason why they dare to "digress" in the process of teaching and educating people is that they have done their homework for the subject, students and themselves while knowing the laws of education. They know what expansion is good for students, and they are willing to constantly study and summarize such "benefits" and find more educational scenery with students in the research summary. The so-called "rising from the ground" will not happen overnight. Teachers themselves need to constantly analyze the problems encountered in the actual educational situation, refine and summarize, and then gradually form their own style and background. The formation of this ideal state should be based on teachers' persistent study habits and growing learning ability, and they should be good at thinking, discovering, accumulating and using new tools to make education closer to students and more conducive to growth.
A good environment should tolerate "digression". The degree of education development and the degree of ideological emancipation of schools and teachers are closely related to the evaluation system. Under the existing mechanism, what kind of evaluation method will give birth to what kind of educational practice. Many young teachers are full of ambitions at the beginning of their careers and want to achieve something. With the accumulation of work experience, under the influence of various reasons, they lost their initial heart. In addition to the fading of self-will, there is also an important reason that is the influence from the outside world, especially the influence of educational ecology. Some young teachers have their own ideas and practices, but they will be "despised" by some colleagues and even school administrators, and even regarded as "heterogeneous". Over time, the plump ideal was suppressed by the skinny reality and gradually moved towards silent silence.
The ultimate goal of education is the growth of human life. Be full of lively and shining charm, and be warm and inclusive. We should take a generous attitude towards the measures to pay attention to children's development, even if it is an "off-topic" attempt, whether it is school, society or family. Education authorities should learn from the fault-tolerant and error-correcting mechanism in cadre management, establish and improve the fault-tolerant mechanism of teachers' innovative practice, allow and encourage teachers to take some unusual paths in curriculum development, classroom teaching reform, educational mode transformation and other aspects, create a good teaching and education atmosphere, and at the same time add "grassroots" micro-innovation to the richness of the whole educational environment, and gradually promote the improvement of educational ecology with local changes.
A good teacher should learn to "digress". For teachers and students, "running" shows the diversity, possibility and vastness of education, as well as feelings for education and hope for the future. Only by "running" can we see more scenery and discover and create more beauty.